OFFICE OF SIRIDANTAMAHĀPĀLAKA / HSWAGATA BUDDHA TOOTH RELICS PRESERVATION MUSEUM – INTERNAL USE
ADMINISTRATIVE HEADER
Template No.: T100
Template Title: Dhātu-parinibbāna Pedagogy & 100-Case Teaching Synthesis – Final Training, Reflection & Handover Dossier
Related Research Case IDs:
H100 – Dhātu-parinibbāna pedagogy & 100-case teaching synthesis
Linked Cases / Templates:
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All cases 1–99 (Clusters A–H)
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H96 (Normative model), H97 (indicator framework), H98 (macro blueprint), H99 (interfaith dialogue)
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T66–T75 (HGT conflicts), T70–T71 (donation / transfer), T78 (15 Principles)
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T81–T82 (documentation & audits), T86–T95 (MCU cases & reform)
Cluster: H – Synthesis & Normative Models (Cases 96–100)
Date of form: ____ / ____ / ______
T100 / H100 file code (office): ______________________________________
Prepared by / Role: _________________________________________________
Office / Unit / Institution: ________________________________________
Country: _____________________________________________________________
Confidentiality Level:
[ ] Internal only
[ ] Restricted (leadership / ethics / training committee)
[ ] Public summary allowed
Use of this form (tick):
[ ] Design a course / retreat / training based on the 100 cases
[ ] Record a completed teaching programme using the 100-case framework
[ ] Plan a long-term curriculum & handover for future custodians
[ ] Reflect on dhātu-parinibbāna as guiding doctrine for relic policy
[ ] Prepare materials for book, handbook, or online H96 course
1. BASIC PROGRAMME / CASE INFORMATION
1.1 Programme / case title & type
Short title:
(e.g. “Dhātu-parinibbāna & Ethical Relic Governance – 100-Case Training Retreat”)
Type (tick all that apply):
[ ] Formal academic course (university / seminary)
[ ] Monastic training programme / winter or rains retreat series
[ ] Museum / heritage professional workshop
[ ] Mixed monastic–lay / inter-institutional training
[ ] Online / hybrid course
[ ] Other: _____________________________
1.2 Organisers & partners
Main organiser:
Partners (tick and list):
[ ] Buddhist Saṅgha / temple(s): _____________________________________
[ ] Hswagata Museum / Buddha Tooth Relics Preservation Museum: ________
[ ] University / research institute: __________________________________
[ ] NGO / heritage body: _____________________________________________
[ ] Government / cultural ministry: __________________________________
[ ] International partners: __________________________________________
Short note on partnership & origin (3–6 sentences):
1.3 Timeframe, location & target group
Timeframe:
[ ] One-off event (____ days)
[ ] Short course (____ weeks)
[ ] Long programme (____ months / semesters)
[ ] Ongoing annual cycle
Dates: _______________________________________________________________
Location(s) (temple / museum / campus / online platform):
Target group(s) (tick):
[ ] Monastic leaders / abbots
[ ] Junior monks / nuns / novices
[ ] Lay committee members / trustees
[ ] Museum / heritage professionals
[ ] University students (B.A. / M.A. / PhD)
[ ] International monastics / students
[ ] Interfaith / secular participants
[ ] Other: _____________________________
2. BACKGROUND, RATIONALE & LINKS TO 100 CASES
2.1 Background – neutral summary
Describe in neutral language:
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Why this programme is being created now;
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How it draws on the 100-case research corpus (Cases 1–100);
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Previous conflicts, neglect, or successes that motivated this training;
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How dhātu-parinibbāna and H96 are central to the programme.
(10–20 lines max – no blaming language.)
2.2 Links to specific clusters & themes
Tick and briefly describe:
[ ] Cluster A – Dhātu-parinibbāna & cosmology.
[ ] Cluster B – Non-human guardians & vocation.
[ ] Cluster C – Institution-building & MoUs.
[ ] Cluster D – Everyday faith & lay donations.
[ ] Cluster E – Science, testing & misinformation.
[ ] Cluster F – HGT conflicts & letters.
[ ] Cluster G – MCU neglect & relic loss.
[ ] Cluster H – Models, indicators, macro-vision, interfaith dialogue.
Short note on how each cluster contributes to teaching:
3. LEARNING GOALS & OUTCOMES
3.1 Learning objectives
List 5–10 key learning objectives, for example:
Tick focal lenses:
[ ] Buddhist doctrinal understanding (dhātu-parinibbāna, Dhammadāyāda, etc.).
[ ] Peace & conflict transformation skills (Galtung, mediation, nonviolent communication).
[ ] Governance & SDG awareness (heritage, justice, partnerships).
[ ] Practical relic governance skills (MoUs, documentation, risk analysis).
[ ] Personal spiritual & ethical growth of custodians.
3.2 Competencies to be developed
By the end of this programme, participants should be able to:
Doctrinal–ethical competencies:
Peace & conflict competencies:
Governance & technical competencies:
4. DHĀTU-PARINIBBĀNA & BUDDHIST PEDAGOGY
4.1 Doctrinal foundations for teaching
Tick texts / themes emphasised:
[ ] Dhātu-parinibbāna doctrine and its implications.
[ ] Relics as shared supports for Buddhānussati, not personal possessions.
[ ] Dhammadāyāda – heir to the Dhamma, not to buildings, seats, prestige.
[ ] Dāna, sacca, sammā-vācā, appamāda, hiri–ottappa.
[ ] Mettā, karuṇā, upekkhā in difficult governance decisions.
[ ] Anicca, anattā – non-clinging to relics, status, and institutions.
Short doctrinal summary used in teaching (5–10 sentences):
4.2 Pedagogical approach
Tick and describe:
[ ] Case-based learning (using selected Cases 1–100).
[ ] Storytelling & testimony from real custodians.
[ ] Group reflection & dhamma discussion circles.
[ ] Role-play / simulations of relic conflict scenarios.
[ ] Meditation / contemplation on dhātu, impermanence, and non-ownership.
[ ] Field visits (temples, museums, sites).
Short note on teaching method (5–10 sentences):
5. PEACE, CONFLICT & STRUCTURAL VIOLENCE LENS
5.1 Peace studies content
Tick core peace topics integrated:
[ ] Galtung’s C–A–B triangle.
[ ] Negative vs positive peace.
[ ] Structural & cultural violence in religious / academic institutions.
[ ] Conflict mapping & transformation methods.
[ ] Nonviolent communication & right speech practices.
Short description of how peace lens is taught (5–10 sentences):
5.2 Conflict cases used as teaching material
List key case IDs (from Clusters E, F, G, etc.):
Case IDs used: _______________________________________________________
Short note on how conflicts are used constructively:
6. GOVERNANCE, SDGs & HERITAGE MANAGEMENT CONTENT
6.1 Governance topics
Tick what is included:
[ ] Relic governance frameworks (T70–T71, T78, T81–T82).
[ ] Documentation & audits (inventories, MoUs, minutes).
[ ] Complaint & whistleblowing pathways (T90–T91).
[ ] External partnerships (T85, T87–T89, H98).
[ ] Institutional reform & accountability (T95).
Short note on governance teaching (5–10 sentences):
6.2 SDG framing
For each SDG, define how it is presented in the course:
SDG 11.4 – Heritage protection
SDG 16 – Peace, justice & strong institutions
SDG 10 – Reduced inequalities (international monks, minorities, gender, class)
SDG 17 – Partnerships
7. PROGRAMME STRUCTURE & CURRICULUM MAP
7.1 Overall structure
Fill in as relevant (weeks, modules, sessions):
| Module / Session | Title / topic | Main cases used (IDs) | Main lens (Buddhist / Peace / SDG / Governance) | Format (lecture, group work, field visit, etc.) |
|---|---|---|---|---|
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 |
7.2 Integration of the 100 cases
Tick and describe:
[ ] Only selected “core” cases used in depth.
[ ] All 100 cases briefly introduced; some explored deeply.
[ ] Cases grouped thematically by Clusters A–H for teaching.
[ ] Students / participants choose cases to analyse.
Short curriculum integration note (5–10 sentences):
8. PARTICIPANTS, POWER & INCLUSION
8.1 Participant groups
| Group / role | Approx. number | Background (monastic / lay / professional) | National / cultural mix | Notes |
|---|---|---|---|---|
| Senior monastics | ||||
| Junior monastics / novices | ||||
| Lay custodians / trustees | ||||
| Students / youth | ||||
| Heritage professionals | ||||
| Others |
8.2 Inclusion & vulnerability
Tick and comment:
[ ] Space for international monastics / minorities to share.
[ ] Gender-sensitive facilitation and participation.
[ ] Attention to power differences (abbots, rectors, junior monks, lay staff).
[ ] Safe channels for raising sensitive institutional experiences.
Short inclusion note (3–6 sentences):
9. EVALUATION, LEARNING & IMPACT
9.1 Evaluation tools
Tick and describe:
[ ] Pre- and post-programme questionnaires.
[ ] Reflection journals or learning diaries.
[ ] Group debrief sessions.
[ ] Follow-up interviews or focus groups.
[ ] Application tasks (e.g. draft MoU, risk assessment, T96 self-check).
Short evaluation plan (5–10 sentences):
9.2 Outcomes & changes observed
After the programme (or for plan: expected outcomes):
Knowledge & understanding:
Attitudes & inner qualities:
Behaviours / institutional changes:
10. CHRONOLOGY & DOCUMENTATION
10.1 Key chronological milestones
(Use more lines / attachments as needed.)
| Date | Event (planning, approval, delivery, follow-up) | Place / format | Notes (turning points, difficulties, successes) |
|---|---|---|---|
| //____ | |||
| //____ | |||
| //____ |
10.2 Teaching & archive materials
Tick and list codes / file paths:
[ ] Course outline / syllabus: code _______________________________
[ ] Slides / handouts / readers: code ____________________________
[ ] Case summaries used in class: code ___________________________
[ ] Audio / video recordings: code ______________________________
[ ] Evaluation reports: code ____________________________________
[ ] Participant-produced materials (posters, MoUs, plans): ______
Short documentation note:
11. H96 / DHĀTU-PARINIBBĀNA REFLECTION (CLOSING THE 1–100 CYCLE)
11.1 H96 reflection for this programme
Answer briefly:
[ ] Where did this programme embody H96 custodianship (trusteeship, humility, courage)?
Notes: ___________________________________________________________
[ ] Where did ego, fear, or structural violence still appear in teaching context?
Notes: ___________________________________________________________
[ ] What would a future H96 custodian think when reading this T100 file?
Notes: ___________________________________________________________
Short integrated reflection (8–15 sentences):
11.2 Dhātu-parinibbāna as final teaching & warning
Reflect on:
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How the doctrine of dhātu-parinibbāna warns against attachment to relics;
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How it encourages ethical use of relics for peace, not prestige;
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How the 100-case journey can be used as a living reminder for future custodians.
Short doctrinal–pedagogical reflection (8–15 sentences):
12. RECOMMENDATIONS, HANDOVER & FUTURE CYCLES
12.1 Recommendations for future trainings
For future teachers / facilitators:
For institutions (temples, universities, museums):
12.2 Handover to next generation custodians
Tick and describe:
[ ] This T100 file and materials will be part of training archive.
[ ] Clear instructions for how future monks / staff can reuse the curriculum.
[ ] Encouragement to update cases and indicators with new experiences.
[ ] Suggestion to link with future H-series models and SDG frameworks.
Short handover note (5–10 sentences):
13. SIGN-OFF & ARCHIVE
13.1 Sign-off
Prepared by:
Name: _______________________________ Role: _________________________
Signature: __________________________ Date: ____ / ____ / ______
Reviewed / Approved by (abbot / chief custodian / ethics / peace / academic committee):
Name: _______________________________ Role: _________________________
Signature: __________________________ Date: ____ / ____ / ______
13.2 Archive details
T100 / H100 file code: _____________________________________________
Physical location (cabinet / box / folder): _________________________
Digital location (drive / folder path): _____________________________
Access level:
[ ] General internal [ ] Restricted [ ] Public summary allowed
Notes for future custodians and educators:
(What should future leaders remember about this dhātu-parinibbāna & 100-case teaching synthesis, and how it was used to shape humble, peace-oriented, SDG-aligned relic custodians?)
